[[alternative]]The effect of Rubik's cube teaching on reasoning and spatial ability: an empirical study on the fourth graders

碩士[[abstract]]本研究旨在探討魔術方塊教學對國小學童的空間能力及推理能力之影響。研究對象為台北市國小四年級68名學生，以魔術方塊為主題進行八週實驗教學課程，教學前後對實驗組與控制組進行空間能力和推理能力的測驗，以檢視魔術方塊教學是否可增進學生的空間能力和推理能力。 相依樣本t檢定和共變數分析之結果分析顯示，有接受魔術方塊教學的實驗組其推理能力有顯著進步(p < .05)；以及有接受魔術方塊教學的實驗組其推理能力有顯著進步(p < .05)。本研究發現魔術方塊學習成效與學童的喜愛度皆十分良好，因此建議未來國小可以加入類似的課程活動，協助學童增進其空間學習、體驗及推理能力的養成。[[abstract]]The aim of the study was to investigate the change of the fourth graders’ spatial and reasoning ability after the experimental teaching design. Using Rubik’s cube as teaching material, the course lasted for eight weeks. Both the experimental and control group took the pre and post tests on spatial and reasoning ability. By comparing the grades of pre and post tests, the study tried to see if the experiment teaching design can improve the students’ spatial and reasoning ability. After dependent sample t-test and covariance analysis of the pre and post test, the study concluded that the experimental group which took the Rubik’s cube teaching had improved significantly on reasoning ability and spatial ability(p<.05). The study found that the effect of the Rubik’s cube teaching was great and students all enjoyed it. Therefore the suggestion was that there should be added more courses like this to the elementary curriculum so that the students can develop their spatial and reasoning ability.[[tableofcontents]]第一章 緒論........................................... 1 第一節 研究背景與動機................................. 1 第二節 研究目的與研究問題............................. 3 第三節 研究範圍與限制................................. 4 第四節 名詞解釋....................................... 5 第五節 研究貢獻....................................... 5 第二章 文獻探討....................................... 6 第一節 空間能力....................................... 6 第二節 推理能力....................................... 20 第三節 魔術方塊....................................... 36 第四節 九年一貫數學課程相關能力指標................... 45 第三章 研究方法與設計................................. 49 第一節 研究對象....................................... 49 第二節 研究設計....................................... 49 第三節 研究架構與流程................................. 68 第四節 研究工具....................................... 73 第五節 資料分析的方法................................. 75 第四章 結果與討論..................................... 76 第一節 魔術方塊教學對於推理能力的影響................. 76 第二節 魔術方塊教學對於空間能力的影響................. 83 第五章 結論與建議..................................... 90 第一節 結論........................................... 90 第二節 建議............................................93 參考文獻 ............................................... 96 中文部分....................................... 96 外文部分....................................... 99 表 次 表2-1-1 空間能力分類及類型內涵..................................................................... 13 表2-2-1 推理能力的發展.................................................................................... 30 表2-3-1 魔術方塊的組成－中心塊、邊塊和角塊............................................. 37 表2-3-2 常見的魔術方塊種類............................................................................. 38 表2-4-1 九年一貫數學課程幾何部份能力指標................................................ 45 表2-4-2 九年一貫數學課程各版本一到六年級幾何部分的課程單元............. 46 表3-2-1 實驗設計................................................................................................. 50 表3-2-2 專家名單列表......................................................................................... 67 表3-3-1 研究時程規劃表..................................................................................... 72 表4-1-1 推理能力測驗前測、後測成績統計..................................................... 77 表4-1-2 成對樣本統計量..................................................................................... 77 表4-1-3 成對樣本相關......................................................................................... 78 表4-1-4 成對樣本檢定……………..................................................................... 78 表4-1-5 成對樣本統計量..................................................................................... 79 表4-1-6 成對樣本相關......................................................................................... 79 表4-1-7 成對樣本檢定……................................................................................. 79 表4-1-8 受試者間效應項的檢定......................................................................... 80 表4-1-9 受試者間效應項的檢定......................................................................... 81 表4-1-10 估計邊際平均數..................................................................................... 81 表4-2-1 空間能力測驗前測、後測成績統計....................................................... 83 表4-2-2 成對樣本統計量..................................................................................... 84 表4-2-3 成對樣本相關......................................................................................... 84 表4-2-4 成對樣本檢定......................................................................................... 84 表4-2-5 成對樣本統計量..................................................................................... 85 表4-2-6 成對樣本相關......................................................................................... 85 表4-2-7 成對樣本檢定......................................................................................... 86 表4-2-8 受試者間效應項的檢定......................................................................... 87 表4-2-9 詹森內曼法............................................................................................. 87 圖 次 圖2-2-1 皮亞傑「保留作用」實驗..................................................................... 27 圖2-3-1 LBL解法流程圖..................................................................................... 40 圖2-3-2 CFOP 解法流程圖.................................................................................. 41 圖2-3-3 8355 解法流程圖.................................................................................... 42 圖3-2-1 課程架構圖............................................................................................. 53 圖3-2-2 課程流程圖............................................................................................. 55 圖3-2-3 8355 之個人進度卡設計........................................................................ 64 圖3-2-4 8355 之專屬魔術方塊............................................................................ 65 圖3-2-5 魔術方塊認證小卡驗收........................................................................ 66 圖3-3-1 研究架構圖............................................................................................. 68 圖3-3-2 研究流程圖……………......................................................................... 71 圖3-4-1 魔術方塊認證小卡通過........................................................................ 74 圖4-2-1 詹森內曼法............................................................................................. 88[[note]]學號: 796740230, 學年度: 9